Lesson 6 - Circus Performance Showcase
Victorian Circus: Movement, Character and Social Commentary
•Year 5
•Dance
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How can we bring our circus characters to life through dance performance and help others improve their artistic expression?
Learning Objectives
- To finalise and perform circus dance routines with clear characterisation and stage presence
- To evaluate peer performances using specific dance criteria including timing, rhythm and emotional expression
- To demonstrate excellent dance technique through controlled levels, speeds and sustained character portrayal
Key Outcomes
- Students will perform their circus routines with confidence, maintaining character throughout
- Students will provide constructive feedback to peers using dance-specific vocabulary and criteria
- Students will demonstrate improvement in their performance quality from rehearsal to final showcase
Equipment & Resources Required
Position for clear audio throughout performance space
Alternative: Portable bluetooth speaker, tablet with speakers
Have backup audio ready, test volume levels before lesson
Alternative: Individual circus-themed songs, circus entrance music
Ensure good viewing angle to capture all performance groups, check battery and storage
Alternative: Mobile phone with good camera, digital camera
Only if groups have incorporated props into routines from previous lessons
Alternative: Scarves, ribbons, imaginary props, simple costume pieces
Define clear performance area visible to all audience members
Alternative: Masking tape, benches to define boundaries
Pre-prepared with evaluation criteria for peer assessment
Alternative: Mini whiteboards, mental notes system
Key Vocabulary
When all dancers perform the same movements at exactly the same time
When dancers perform the same movements but start at different times, like a wave effect
The ability to command attention and project confidence while performing
Showing the personality and emotions of your circus character through movement and expression
Smooth, continuous movement that connects one pose or step to the next without stopping
Making your movements and expressions big enough for the audience to see clearly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic circus character movements and personalities
- Understanding of dance levels, speeds and directions
- Experience working in small groups to create short sequences
- Knowledge of different circus performers and their characteristics
Current Skills
- Performing sustained character portrayal through dance
- Coordinating group routines with timing and rhythm
- Using performance skills like stage presence and projection
- Evaluating dance performances using specific criteria
Next Steps
- Creating original choreography with narrative structure
- Leading group warm-ups and teaching sequences to others
- Incorporating advanced dance techniques like lifts and partnering
- Choreographing dances that tell complex stories or themes
Milestone Indicators
Key Teaching Points
- Maintain high expectations for both performance quality and audience behaviour throughout the showcase
- Use specific dance vocabulary consistently when giving feedback to develop students' understanding
- Balance constructive criticism with celebration of effort and improvement
- Connect circus character work to broader performance skills transferable to other contexts
- Ensure all students feel successful regardless of technical ability level
- Model professional feedback language to develop students' peer assessment skills
- Create authentic performance atmosphere while maintaining supportive learning environment
Common Misconceptions
- Thinking that performance is only about technical perfection rather than character expression and effort
- Believing that feedback should focus only on mistakes rather than celebrating strengths first
- Assuming that shy students cannot develop performance skills with appropriate support and encouragement
- Not understanding that dance vocabulary helps improve performance by giving specific targets for improvement
- Thinking that audience behaviour doesn't affect performers' confidence and ability to perform well
SEN Adaptations
ADHD
- Provide clear roles during performance and audience time, allow movement breaks between groups, use physical activity to maintain focus, provide specific observation tasks
dyspraxia
- Focus on character expression rather than complex choreography, provide extra rehearsal time, offer alternative ways to demonstrate understanding through feedback rather than performance
autism spectrum
- Provide performance order in advance, offer quiet space for breaks, use visual schedule showing lesson structure, allow fidget tools during audience time
visual impairment
- Use bright stage lights or markers to define performance space, provide detailed verbal descriptions of other groups' performances, pair with sighted partner for spatial awareness
hearing impairment
- Use visual cues for music timing, provide written feedback sheets with performance criteria, demonstrate all instructions clearly with visual support
physical disability
- Adapt movement to seated or supported versions, focus on upper body expression and character work, ensure performance space is wheelchair accessible
Cross-Curricular Links
English
Vocabulary development through dance terminology, speaking and listening skills during peer feedback, creative writing opportunities describing circus characters
Art
Visual interpretation of circus themes, understanding composition and staging, appreciation of performance as artistic expression
Drama
Character development and sustaining roles, stage presence and projection, audience awareness and performance skills
Music
Understanding rhythm and timing, responding to musical phrasing and tempo changes, coordination of movement with musical structure
PSHE
Building confidence and self-esteem through performance, cooperation and teamwork skills, giving and receiving constructive feedback, resilience when facing challenges
Teacher Guidance
Positioning
Move around hall during rehearsal to support all groups, position with clear view of performance area during showcase, maintain 'journalist' character during performances
Observation Focus
Watch for group cooperation, individual character development, performance criteria achievement, audience engagement and respect
Intervention Points
Step in if group dynamics become negative, provide support for performance anxiety, redirect inappropriate audience behaviour, assist with technical difficulties
Demonstration Notes
Model professional journalist behaviour throughout, demonstrate constructive feedback language, show how to recover from performance mistakes while maintaining character
Verbal Cues
- •'Stay in character even when things go wrong!'
- •'Project your emotions to the back row!'
- •'Remember your circus performer would be confident!'
- •'Use our dance vocabulary when giving feedback!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space minimum 10m x 10m with clear performance area visible to all audience members
Surface Check
Clean, dry, non-slip surface appropriate for dance movement, free from obstacles or props that could cause trips
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from performance area
- •Video recording device securely positioned with clear sightlines
- •Any props used by groups checked for safety and appropriate to age group
- •Seating for audience arranged with clear exit routes
Risk Management
Key Risks
- •Collisions between performers during group routines
- •Slips and falls during dynamic movements or level changes
- •Emotional distress from performance anxiety or peer feedback
- •Overexertion during high-energy circus performances
Risk Mitigation
- •Clear performance boundaries established and maintained
- •Groups rehearse with adequate spacing from other performers
- •Positive, supportive feedback culture established before performances begin
- •Teacher monitoring for signs of fatigue or emotional distress
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all performance groups during rehearsal
- •Move around performance space during showcase to observe safety and engagement
- •Monitor audience behaviour to ensure respectful, safe viewing
- •Be ready to intervene if students become overwhelmed during performance
Emergency Procedures
Stop activity immediately if safety concerns arise, provide appropriate first aid support, have quiet space available for students needing break from performance pressure